<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-5271</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Médica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ. Med.]]></abbrev-journal-title>
<issn>1981-5271</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Educação Médica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-52712019000300134</article-id>
<article-id pub-id-type="doi">10.1590/1981-52712015v43n3rb20180169ingles</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Learning Preferences and Multiple Intelligences: An Observational Study in Brazilian Studies]]></article-title>
<article-title xml:lang="pt"><![CDATA[Preferências de Aprendizagem e Inteligencias Múltiplas: Um Estudo Observacional em Estudantes Brasileiros]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Biscardi]]></surname>
<given-names><![CDATA[João Márcio dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Henrique Rodrigues da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Petterle]]></surname>
<given-names><![CDATA[Ricardo Rasmussen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fraga]]></surname>
<given-names><![CDATA[Rogério de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<volume>43</volume>
<numero>3</numero>
<fpage>134</fpage>
<lpage>144</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712019000300134&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712019000300134&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712019000300134&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In recent years, Multiple Intelligences (MI &#8211; bodily-kinesthetic, spatial, intrapersonal, interpersonal, linguistic, logical-mathematical, musical, and naturalist) and Learning Preferences (LP &#8211; visual, aural, read/write, kinesthetic, and multimodal) have been intensely studied throughout the world. In this context, plenty of tools that evaluate such parameters have been created and later improved over the past decades. Nowadays, the necessity for optimal learning strategies and more individualized teaching continues to rise, reinforcing the importance of identifying individual strengths and cognitive preferences.  Objectives to analyze the distribution of MI &#8211; and how they influence one another &#8211; and LP in medical students at the Federal University of Paraná (UFPR), Brazil. The results could lead to improvements in the educational setting.  Methods a descriptive cross-sectional study involving UFPR medical students of all 12 semesters, who were analyzed through questionnaires with regard to both their MI (&#8220;Multiple Intelligences Checklist for Students&#8221;) and LP (&#8220;Visual, Aural, Read/Write, Kinesthetic &#8211; VARK &#8211; Questionnaire&#8221;).  Results a total of 1054 questionnaires were processed (527 students). Intrapersonal (71 ± 10.5), logical-mathematical (69.3 ± 14), and linguistic (68.4 ± 11.8) intelligences predominated, whereas naturalist achieved the lowest mean score (47.3 ± 19.5). Positive correlations were identified between all of the MI. Regarding the LP, the multimodal (42.3%) was the most frequent, followed by visual (21.3%), aural (18.6%), kinesthetic (11.2%), and read/write (6.6%). When both cognitive theories were correlated, the following associations prevailed: visual LP and intrapersonal intelligence; aural LP and interpersonal intelligence; read/write LP and logical-mathematical intelligence; kinesthetic LP and logical-mathematical intelligence; and multimodal preference and intrapersonal intelligence.  Conclusions intrapersonal intelligence achieved the highest overall scores, followed by logical-mathematical and linguistic. Naturalist intelligence achieved the lowest scores in terms of semester, cycle, and overall analysis. All MI were positively correlated. Multimodality was the most commonly observed LP, whereas the read/write preference was the least frequent. Correlations initially expected between MI and LP were confirmed. As for future perspectives, it is expected that teachers and education managers adapt current teaching strategies in order to meet the students&#8217; preferences. Together, MI and LP indicate that the focus should not rely on how smart a given person is, but in which ways.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Nos últimos anos, Inteligências Múltiplas (IM &#8211; corporal-cinestésica, espacial, intrapessoal, interpessoal, linguística, lógico-matemática, musical e naturalista) e Preferências de Aprendizagem (PA &#8211; visual, auditiva, leitura/escrita, cinestésica, multimodal) vêm sendo intensamente estudadas em todo o mundo. Em tal contexto, diversas ferramentas que avaliassem tais parâmetros foram criadas e posteriormente aprimoradas ao longo das últimas décadas. Atualmente, a necessidade de se utilizar as melhores estratégias de aprendizado e a crescente necessidade de que o ensino seja individualizado reforçam a importância de que sejam mapeadas as habilidades e preferências cognitivas individuais.  Objetivos analisar as distribuições de IM &#8211; e como elas se influenciam &#8211; e das PA em estudantes de medicina da Universidade Federal do Paraná (UFPR), Brasil. Espera-se que os resultados estimulem melhorias no contexto educacional.  Materiais e Métodos estudo transversal e descritivo envolvendo estudantes de medicina da UFPR de todos os 12 semestres, sendo analisados através de questionários quanto às suas MI e (&#8220;Lista de verificação para avaliar inteligências múltiplas de alunos&#8221;) e PA (&#8220;Visual, Aural, Read/Write, Kinesthetic &#8211; VARK &#8211; Questionnaire&#8221;, previamente traduzido e validado para a língua Portuguesa).  Resultados 1054 questionários foram coletados e processados. As IM intrapessoal (71±10,5), lógico-matemática (69,3±14) e linguística (68,4±11,8) atingiram as maiores médias gerais, enquanto a naturalista registrou a menor pontuação (47,3±19,5). Observou-se correlação positiva entre todas as IM. Quanto às PA, prevaleceu a multimodal (42,3%), seguida por visual (21,3%), auditiva (18,6%), cinestésica (11,2%) e leitura/escrita (6,6%). Quando correlacionadas ambas as teorias cognitivas, sobressaíram-se as seguintes associações: PA visual e IM intrapessoal; PA auditiva e IM interpessoal; PA leitura/escrita e IM lógico-matemática; PA cinestésica e IM lógico-matemática; e PA multimodal e IM intrapessoal.  Conclusão A IM intrapessoal atingiu maiores médias, seguida por lógico-matemática e linguística. A IM naturalista, por outro lado, obteve menores pontuações em termos de semestres, ciclos e análise geral. Todas as inteligências apresentaram influência apresentaram interdependência positiva. A multimodalidade foi a PA mais prevalente, enquanto leitura/escrita foi a menos observada. Correlações inicialmente esperadas entre IM e PA foram confirmadas. Quanto às perspectivas futuras, espera-se que professores e gestores educacionais adaptem estratégias de ensino atuais de modo a melhor contemplar as preferências dos estudantes. Em conjunto, IM e PA preconizam que atualmente não mais se questione o quão inteligente alguém seja, e sim de que maneiras o seria.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[&#8211;Cognition]]></kwd>
<kwd lng="en"><![CDATA[&#8211;Intelligence]]></kwd>
<kwd lng="en"><![CDATA[&#8211;Students]]></kwd>
<kwd lng="en"><![CDATA[&#8211;Medical]]></kwd>
<kwd lng="en"><![CDATA[&#8211;Surveys and questionnaires]]></kwd>
<kwd lng="pt"><![CDATA[&#8211;Cognição]]></kwd>
<kwd lng="pt"><![CDATA[&#8211;Inteligência]]></kwd>
<kwd lng="pt"><![CDATA[&#8211;Estudantes]]></kwd>
<kwd lng="pt"><![CDATA[&#8211;Médico]]></kwd>
<kwd lng="pt"><![CDATA[&#8211;Pesquisas e questionários]]></kwd>
</kwd-group>
</article-meta>
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